Incorporate a Formative Assessment Using an SRS into a Lesson Plan
Lesson Plan
Learning Goals or Standards to be addressed:
State goal:
22.A.5b Evaluate the effectiveness of health promotion and illness prevention methods using data from actual situations (e.g., impact of worksite health promotion programs).
22.A.5c Explain how health and safety problems have been altered by technology, media and medicine (e.g., product testing; control of polio; advanced surgical techniques; improved treatments for cancer, diabetes, and heart disease; worksite safety management).
Students will understand the concepts of what are the reasons behind abortions, current and ongoing possible legislation, and reasons for and against the practice
Students will know
Reasons for both sides of the aisle through discussions, video clips, and poll everywhere activity
Students will be able to
Differentiate between different types and reasons some turn to the practice of abortion as well as be able to hold a meaningful conversation about their own views and beliefs on a hard controversial topic with their peers who DON’T hold the same views
Learning Activity: Students will be taking part in the poll everywhere (takes 1-2 days to complete with discussion throughout). Questions will ask options of things like:
I believe it is a woman's right to abort an embryo in the first trimester of development
Students will enter:
Strongly agree
Agree
Disagree
Strongly disagree
I believe that planned parenthood should be defunded by the government.
Students will enter:
Strongly agree
Agree
Disagree
Strongly disagree
How will students be formally assessed? After the unit is complete and they have seen all of their peers responses, they will have a group assigned to them where they will have to write down EVERYTHING their group can agree on regarding the topic of abortion (possible topics: parental consent, fathers’ roles, income, conception, rape, medical problems,planned parenthood, etc). They will then individually write a short paper on their views, how other’s views changed theirs or not as well as how their working together to compromise and see what they agreed on worked.
How will the needs of students with various needs (ELL, digital learners, gifted learners, RtI students, and special education students) be addressed during and after each stage in the formative assessment process? Differentiation would used according to any student's IEP or special needs for assessments. Since there are so many options that this could be, it may have to be altered from a paper to an oral presentation for students who can’t type (for example I have a student with rheumatoid arthritis who can’t use her hands on most days). Or something like pairing up students to create a google slide together.
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